The Power of Strategic Silence to Improve Learning

We have all likely encountered moments in teaching when the room feels too quiet, and it can be uncomfortable. As medical and health professions educators, we often feel pressure to keep teaching sessions moving by filling every gap with content, explanation, or reassurance. But one of the most powerful teaching moves is also the simplest: strategic silence.

The concept of strategic silence tracks back to the 1970s with the idea of “wait-time” as a teaching variable. Wait-time refers to the time that elapses between a teacher's question and a student's response, or between a student's response and the teacher's next action. Teachers in typical classrooms allow for an average wait-time of less than 1.5 seconds. This practice promotes quick low-level thinking and relies on a few fast-thinking students. Furthermore, it is in direct opposition to more contemporary evidence-based recommendations to wait at least five, but not longer than 10-12 seconds following initial student questions and 5-8 seconds after follow-up questions.

A Case for Strategic Silence

Strategic silence or a deliberate pause after asking a question, giving an instruction, or delivering content, serves these purposes:

• Gives learners time to think critically and to provide more evaluative, analytical responses: Especially under pressure, immediate responses often favor surface-level answers. A pause invites deeper reflection. Wait time of 3 seconds or more significantly improved the length and quality of student responses in the clinical setting. It encouraged explanation, elaboration, and higher-order thinking.
• Encourages learner participation: Silence can feel uncomfortable, but it opens space for learners to engage not only with the instructor, but also with each other. Learners responded to 36.4% of initial teacher questions followed by a five-second pause, 65.8% of questions followed by a ten-second pause, and 75.4% of questions followed by a twelve-second pause. Repeated or follow-up questions required less time, with learners responding to roughly 60% of questions followed by a five-second pause and over 80% of questions followed by a seven-second pause.
• Increases learner confidence: The incidence of "I don't know" or non-responses decreases, signifying students exhibit more confident intonations when given think time. In simulation-based education, using intentional silence during debriefing gave learners time for self-directed reflection, resulting in richer, more meaningful insights.

Using Strategic Silence in Your Teaching

Strategic silence, or "wait-time," should be applied thoughtfully, based on the cognitive level of the question, student expectations, and classroom culture. Pausing for low-level questions can cause frustration, while students used to rapid-fire questions may initially misinterpret a long pause. To combat this, teachers should openly explain the purpose of strategic silence and model its use. The goal is to provide just enough time for students to complete cognitive tasks, helping to build a classroom culture that values thoughtful reflection. Here are some methods for strategic silence in your own place of practice:

• After asking a question: Depending on the amount of “wait-time” you decide to implement, count silently “1…2…3….” before prompting learners to respond.  
• After explaining a concept: Pause to let learners absorb and to observe their non-verbal cues. After pausing, follow up with “Who would like to reflect on what we just discussed?”
• During feedback: Let learners reflect on what just happened before continuing.
• Before closing a session: Give a brief moment for learners to mentally review key points.

Silence as a Pedagogy

The strategic use of silence is a powerful teaching skill, deliberately creating space for student agency, deeper reflection, and more equitable participation. Rather than being an absence of teaching, it is an active practice that can mitigate cognitive overload, enhance critical thinking, and transform classroom dynamics.

What is your preferred method of embracing the silence in your teaching? Share this on the #MedEdPearls LinkedIn discussion!

MedEdPearls are developed monthly by the health professions educator developers on educational affairs. Previous MedEdPearls focused on growth mindset, daring to fail, and psychological safety.